2019 Programming and Resource Guide - Ready to Read Michigan
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Ready to Read Michigan
Programming and Resource Guide
Written by Meagan K. Shedd, PhD
2019
with contributions from the Library of Michigan’s Youth Services Advisory Council
Written and Illustrated by
Christie Matheson
Table of Contents Ready to Read Michigan Introduction………………………………………… 4 The Importance of Early Literacy……………………………………………… 5 Resources…More Great Books to Share with Children……………………… 7 Activities for Touch the Brightest Star…………………………………………… 10 Storytime Guides for Touch the Brightest Star…………………………………… 19 Templates and Activity Sheets………………………………………………… 27 Book Suggestions………………………………………………………………… 36 Supporting Early Literacy at Home……………………………………………… 39 References………………………………………………………………………… 40
Ready to Read Michigan Introduction
About Ready to Read Michigan
Ready to Read Michigan shares information about early
literacy with families and caregivers through storytimes
and other library programs, displays and signs within
libraries, various outreach activities, and social media
too. Using the five key areas of talking, singing, reading,
writing, and playing, Ready to Read Michigan is intended
to support early literacy skills development as a foundation
to future reading development to enable success in
formal schooling and beyond. The specific play-based
activities are the base for the storytime learning guides for
librarians. Equally important, the Ready to Read Michigan
program emphasizes the role adults have in shared
reading experiences with young children as early as
birth and continuing through preschool to support the
development of their literacy skills.
Provided by the Library of Michigan, with support
from the Institute of Museum and Library Services,
Consumers Energy Foundation and the Library of About the Book
Michigan Foundation, Ready to Read Michigan The 2019 Ready to Read Michigan book is Touch
recognizes the critical link between libraries and the Brightest Star written and illustrated by Christie
children and their families to provide quality books, Matheson.
programs, and services. For more information about
Ready to Read Michigan program and its sponsors, Beautiful watercolor and cut-paper collage
visit the Library of Michigan website at illustrations help guide readers through an
http://www.michigan.gov/readytoread. interactive bedtime story from sunset to sunrise.
With rhyming text, each reading encourages
children to engage with the book to navigate
the nighttime sky.
4 www.michigan.gov/readytoread
The Importance of Early Literacy
The definition of literacy has long been expanded to include more than reading and
writing, but also speaking and visual ideas (National Council of Teachers of English
(NCTE) and International Reading Association (IRA), 1996). Recognizing this definition
of literacy has been expanded to include more than simply “reading and writing” for
over 20 years, it emphasizes the importance of adults supporting the early experiences
of young children. Equally important, it underscores the need for intentional planning for
materials and opportunities for activities with specific objects to develop literacy skills.
Research suggests early literacy knowledge and skills such as the ability to pay
attention to sounds in language, or phonological awareness, the ability to identify
letters of the alphabet, and understanding or knowledge of concepts of print as
predictive of future literacy success (Lonigan, Schatschneider, & Westberg, 2008).
Adults are key to developing these important knowledge and skills through the
materials and experiences they provide (Bracken & Fischel, 2008; Britto & Brooks-
Gunn, 2001; Britto, Brooks-Gunn, & Griffin, 2006; Payne, Whitehurst, & Angell, 1994;
Senechal & LaFevre, 2002; Zill & Resnick, 2006).
Through Ready to Read Michigan, the Library of This can include books such as storybooks,
Michigan is supporting shared reading experiences, informational text, poetry, and other books that
also known as read alouds, with children. Libraries encourage and allow children to interact with the text,
have long been a natural place for children to like activity books, to enable children exposure to
access materials and experiences to support literacy different types of text that will support the development
development. Not only do they support the importance of vocabulary learning and try different techniques to
of reading with young children, small group with story think about the text or improve their comprehension
times or individual support in choosing books help strategies (Dickinson & Smith, 1994). Shared reading
facilitate and model shared reading experiences. experiences can also support the development of
Reading early and often is important for children to children’s language skills (Beck & McKeown, 2001)
develop early literacy skills but modeling the skills and general literacy skills (Aram, 2006).
through read alouds is an important way for children
The immediate and long-term effects of adults reading
to develop foundational literacy skills necessary as
aloud with young children matter with respect to literacy
they enter elementary school (Garton & Pratt, 2009).
development (Dickinson & Smith, 1994; Whitehurst
Understanding why reading with children early as
& Lonigan, 1998). The shared reading experience is
well as often, as well as learning how to select a wide
more than simply reading, however. The Public Library
variety of books is also important for the development
Association’s Every Child Ready to Read returns to
of early literacy skills (Bus, Van IJzendoorn, & Pellegrini,
the NCTE and IRA expanded definition of literacy by
1995; Garton & Pratt, 2009). Research suggests that
suggesting there are five things that can be done when
the different ways adults read with young children is
sharing reading experiences with young children,
important (Dickinson & Smith, 1994; Whitehurst &
including Talk, Sing, Read, Write, and Play. Because
Lonigan, 1998) but also shared reading experiences
librarians are often modeling read aloud experiences for
like library storytimes help children to learn to love
families with children, they can use each of the five key
reading for a lifetime. Equally as important, reading a
areas each time they read as a way to develop early literacy
variety of books or genres during story time is essential
skills. At the same time, using the five key areas shows
(Beck & McKeown, 2007; Duke, 2000).
families how to engage in each of the skills so they can try
them while they are reading with their children at home:
www.michigan.gov/readytoread 5
alk as you read with young children.
T shares with families the importance of
Ask children questions, expanding on the reading different types of books with children.
things they say or asking them to tell you In addition to storybooks, share a variety of
more as you read the text together. text with families, including newspapers,
Ask questions about the text, asking them magazines, and signs, explaining how we
to share more about what they see in the use this text every day as a way to help
illustrations or to explain about what you’ve model this for families to continue to practice
just read together. Find out what they might the technique outside of the library as well.
want to learn more about through their
responses or using additional open-ended rite in front of and with children. Model the
W
questions such as “how do you…” or “why process of writing for children, showing them
do you think…” or “tell me more about…” both how to think about ideas and form
Later in conversation or as you are talking letters and words to share them in text.
with children, ask children about something Ask children to help you come up with ideas
about the book as you think about it to help during read alouds and then write them on
them make connections back to the book large post-it notes so they can see their ideas
that aren’t directly tied to the reading. on paper or have them jot their ideas down in
journals to look at later. Encourage them to
ing during read alouds. Use the rhymes in
S write or draw illustrations, sharing with families
the text of the book or songs that children that beginning marks that might not look like
may already know related to the book. real letters are the early stages of writing.
Try new voices, different volumes, and add Families can help children with writing by
puppets or stuffed animals or other props asking children to share their ideas and write
to add variety to the songs and to help them down, ask children to help create lists
children pay attention to the sounds they such as for the grocery store or for things to
hear in the words of the songs. Word do together for family nights at home, and
games or finger plays are a great way to write out menus for to help with planning
help children pay attention to sounds, and family meals and shopping.
you can share some you know from your
childhood, learn new ones, or ask families lay while reading text to help children make
P
to share ideas they know to include in read sense of the book. Children can use props
alouds and teach to others. such as puppets to talk about the characters
in a storybook and retell the story or use
Read books and other types of print with other objects to think more deeply about
young children. Share story or picture books, informational text. If there are vocabulary
as well as information books and interactive words that are unfamiliar, acting them out
books to help children gain exposure to through dramatic play helps them by using
different types of books and learn how to words they already know and put the new
read different types of text. As you share words into action. Helping children to
each type of book with children, talk about understand text in ways that are meaningful
the different type of book and share its to them is important, and play is one way to
purpose so children and their families learn to do this that is critical to literacy learning.
do so at home. Talking about the type of
book and its purpose helps children to learn
how to make meaning from it, but also
6 www.michigan.gov/readytoread
Resources... More Great Books
to Share with Children
Books about bedtime:
Infants
• Goodnight Moon by Margaret Wise Brown and illustrated by Clement Hurd (2007, HarperFestival)
• Buenas Noches, Luna (Goodnight Moon, Spanish Edition) by Margaret Wise Brown and illustrated
by Clement Hurd (2002, HarperCollins Espanol)
• Guess How Much I love You by Sam McBratney and illustrated by Anita Jeram (2008, Candlewick)
• Good Night, Gorilla by Peggy Rathmann (2000, Puffin Books)
• Counting Kisses by Karen Katz (2003, Little Simon)
Toddlers
• It’s Time to Sleep, My Love by Nancy Tillman and Eric Metaxes and illustrated by Nancy Tillman
(2008, Feiwel & Friends)
• Bedtime by Elizabeth Verdick and illustrated by Marieka Heinlen (2010, Free Spirit Publishing)
• The Going to Bed Book by Sandra Boynton (1982, Little Simon)
• Buenas noches a todos by Sandra Boyton (2004, Libros para Ninos)
• Bedtime in the Meadow by Stephanie Shaw and illustrated by Laura Watkins (2013, Tiger Tales)
• Time for Bed by Sylvia Andrews and illustrated by Ellen Mueller (2001, Harper Growing Tree)
• Es Hora de Dormir by Sylvia Andrews and illustrated by Ellen Mueller (2001, Harper Growing Tree)
Preschoolers
• A Bedtime for Bear by Bonny Becker and illustrated by Kacy MacDonald Denton (2016, Candlewick)
• Just Go to Bed by Mercer Mayer (2001, Random House Books for Young Readers)
• The Goodnight Train by June Sobel and illustrated by Laura Huliska-Beith (2012, HMH Books
for Young Readers)
• Bedtime in the Southwest by Mona Hodgson and illustrated by Renee Graef (2017, Muddy Boots)
• Dios te bendiga y buenas noches by Hannah Hall (2015, Grupo Nelson)
• La luz de Lucía by Margarita Del Mazo (2015, Cuento de Luz)
www.michigan.gov/readytoread 7
Books about astronomy/nighttime sky/stars:
Infants
• Hello World! Solar System by Jill McDonald
• Little Owl’s Night by Divya Srinivasan (2013, Viking Books for Young Readers)
• Andy Warhol So Many Stars by Mudpuppy and illustrated by Andy Warhol (2014, Mudpuppy)
• Ten Wishing Stars by Treesha Runnells and illustrated by Sarah Dillard (2003, Piggy Toes Pr)
Toddlers
• Kitten’s First Full Moon by Kevin Henkes (2015, Greenwillow Books)
• The House in the Night by Susan Marie Swanson and illustrated by Beth Krommes
(2011, HMH Books for Young Readers)
• Papa, Please Get the Moon for Me by Eric Carle (1999, Little Simon)
• Papá, por favor, bájame la luna (Papa, Please Get the Moon for Me) by Eric Carle
(2018, Libros para Ninos, Bilingual Edition)
• Stars by Mary Lyn Ray and illustrated by Marla Frazee (2011, Beach Lane Books)
Preschoolers
• Find the Constellations by H.A. Rey (2016, HMH Books for Young Readers)
• Our Stars by Anne Rockwell (2002, HMH Books for Young Readers)
• The Sky is Full of Stars by Dr. Franklyn M. Branley and illustrated by Felicia Bond (1983, HarperCollins)
• Stargazers by Gail Gibbon (1992, Holiday House)
• Owl Moon by Jane Yolen (1987, Philomel Books)
• How to Catch a Star by Oliver Jeffers (2004, Philomel Books)
• Good Night, Little Sea Otter (Spanish/English) by Janet Halfmann and illustrated by Wish Williams
(2012, Starbright Books, Bilingual Edition)
8 www.michigan.gov/readytoread
Books about cause and effect:
Infants
• Peck, Peck, Peck by Lucy Cousins (2016, Candlewick)
• The Best Mouse Cookie by Laura Numeroff and illustrated by Felicia Bond (1999, HarperFestival)
• The Very Hungry Caterpillar by Eric Carle (1994, Philomel Books)
• The Wind Blew by Pat Hutchins (1993, Aladdin)
Toddlers
• When the Elephant Walks by Keiko Kasza (2004, G.P. Putnam’s Sons Books for Young Readers)
• Press Here by Herve Tullet (2011, Chronicle Books)
• Push Button by Aliki (2010, Greenwillow Books)
• TouchThinkLearn: Wiggles by Claire Zucchelli-Romer (2018, Chronicle Books)
• The Rain Came Down by David Shannon (2000, Blue Sky Press)
Preschoolers
• Before After by Matthias Arégui and Anne-Margot Ramstein (2014, Candlewick)
• Mr. Gumpy’s Outing by by John Birmingham (1990, Square Fish)
• Frog and Beaver by Simon James (2018, Candlewick)
• Mix It Up by Herve Tullet (2014, Chronicle Books)
• Tap the Magic Tree by Christie Matheson (2016, Greenwillow Books)
• Don’t Blink by Amy Krouse Rosenthal (2018, Random House Books for Young Readers)
www.michigan.gov/readytoread 9
Activities for Touch the Brightest Star
Activities: Infants
Encourage infants to listen to the rhythm in your voice
as you read the text. Call attention to their own voice as
Talking you talk to them and they respond by encouraging them
when they do. Make eye contact as you talk with them,
nodding your head, and asking them to “tell me more.”
Talk with infants about anything and everything. While
As you read the text, pause on the words that rhyme,
reading, talk about the details in the book or focus on
such as “deeply” and “sleepy”. Take time to rhyme words
an illustration on a page. For example, in Touch the
with their names or stretch out words “shhhhhhhh” while
Brightest Star, you might talk about the shooting star
you are reading, but also as you talk with them.
and talk about what a shooting star is with infants and
moving your hands across the space in front of you,
help to describe how it moves, using the word “Wow!”
as Christie Matheson does in the text. Draw out the word
(wooowwwww) and wait for the infant’s response too.
Singing
Encourage infants to sing, or try to sing with you, with this
favorite children’s song about cause and effect as part of a
naptime or bedtime ritual:
Hush Little Baby, Don’t Say a Word
Hush little baby, don’t say a word,
Papa’s gonna buy you a mockingbird.
And if that mockingbird won’t sing,
Papa’s gonna buy you a diamond ring.
And if that diamond ring turns to brass,
Papa’s gonna buy you a looking glass.
And if that looking glass gets broke,
Papa’s gonna buy you a billy goat.
Place a variety of “space themed” objects that are safe
for infants on the floor in front of or just out of reach. And if that billy goat won’t pull,
This can be used for “tummy time” or for infants who Papa’s gonna buy you a cart and bull.
are sitting and starting to crawl. You might include a
teething-safe star or a moon-shaped object, rainbow And if that cart and bull turn over,
rocket wooden stacking blocks, an outer space crinkle Papa’s gonna buy you a dog named Rover.
toy, or even a wooden rocket teether. As the infant
And if that dog named Rover won’t bark,
reaches for the objects, talk to them about each one,
Papa’s gonna buy you a horse and cart.
asking them questions about what he sees and waiting
for their response. Note the texture and shape of each And if that horse and cart fall down,
object, their effort in trying to reach it, and their facial You’ll still be the sweetest little baby in town!
expressions as they succeed or needs support.
https://www.poetryfoundation.org/poems/46950/
hush-little-baby-dont-say-a-word
10 www.michigan.gov/readytoreadPlace glow-in-the dark stars on the ceiling or paper
cut-out stars on the ceiling and point to them as you
sing this song with infants: Reading
There’s a Tiny Little Star
(sung to the tune of Little White Duck) After reading the page “Now let’s blow a quiet breeze”,
gently blow on the back of baby’s neck or across an
There’s a little tiny star
arm and talk about what a quiet breeze might feel
Way up in the sky.
like, expanding on the word “breeze” using words like
A little tiny star,
“wind” and “puff” and “air”. Talk about what a breeze
Up so very high
feels like as you gently exhale your breath on them
She twinkles brightly
and talk about how it cools her off or can warm them,
Through the night:
depending on what it feels like.
The stars are shining oh so bright.
There’s a little tiny star Choose another book about the moon, stars, or
Way up in the sky. nighttime sky to read with infants by visiting the Read
A little tiny star. Alike section. As you read, make connections between
that book and Touch the Brightest Star by Christie
http://www.preschooleducation.com/sspace.shtml
Matheson. Talk about the stars in both books, the
nighttime sky, or the moon, looking for it on the pages
Share an easy fingerplay with an infant while holding and asking infants to help you “find it”.
them in your lap and gently moving their arms and hands
to the motions: Read Touch the Brightest Star by Christie Matheson
again with infants, reading in your quietest voice.
Stars Fingerplay Read poetry to babies, looking for poems about stars,
nighttime, or even simple lullabies to help lull them to
At night I see the twinkling stars
sleep, pausing at the ends of lines to draw attention to
(fist up and open hands over your head
words that sound alike.
And a great big smiling moon
(circle arms overhead)
My Mommy tucks me into bed
(Lay pointer of one hand across the palm
of the other hand)
And sings a good-night tune.
(Rock your hands back and forth)
http://www.preschooleducation.com/sspace.shtml
www.michigan.gov/readytoread 11Writing Playing
After reading the page “Magic happens every night.
Write with infants, talking with them about what you
First wave good-bye to the sun’s bright light.” Wave
are writing and how you do it as you make the marks.
goodbye with infant. Gently wave at the infant and help
Invite families to share what they do to help their them wave goodbye if they are learning how to wave.
infant fall asleep at bedtime using the template on
Play hide and seek with infants. Encourage caregivers
page 30 and create a bedtime book. Ask families to
to cover their faces with their hands to “hide” and
share favorite bedtime stories, songs they sing, or
then uncover their faces after a few seconds to return.
other rituals that can be safely shared.
Using a blanket, they can cover their faces (encourage
Encourage infants to write with their fingers using caregivers to cover their own faces rather than the
child-safe water color (must conform to ASTM-d4236 infants) or place a soft object between their face and
guidelines). Like the beautiful watercolor illustrations the infants (never ON the infant’s face). Suggest they
Christie Matheson uses in Touch the Brightest Star, ask the infant, “where is [name?]” or “show me [name]”
encourage finger painting with non-toxic water color and then remove the blanket or soft object from
paints, writing on water mats, or other age-appropriate between them saying, “there [name] is.”
materials. As infants make marks, talk about the
Just as the book encourages children to gently touch
shapes they are making, the letters in their names,
the pages, talk with infants about gently touching
and the materials they are using.
things. Place an object in front of the infant such as a
stuffed owl or a wooden star and encourage them to
gently tap it. You can sweep it across the rug or table
from left to right, talking about how you are doing so,
and ask them to do the same.
12 www.michigan.gov/readytoreadActivities: Toddlers
Talking Singing
Talk with toddlers about the fireflies on the pages of the Share an easy fingerplay with toddlers while they sit in
book. Ask them how a firefly might move or what it would caregivers’ laps or next to them gently supporting the
sound like. Expand on their responses to encourage movement of their fingers and hands to Twinkle Twinkle
them to say more. Little Star:
Before you turn the page while reading, ask toddlers to Twinkle Twinkle Little Star
help you think about what might happen next. Pause Twinkle twinkle little star
before turning the page, asking them to look at the sky in (Hold hands up about shoulder height.
the illustration, the tree, and anything else. Listen to what Open and close hands)
they say and comment on what they say as you turn the
How I wonder what you are
page, elaborating on their contributions.
(Raise shoulders and hold hands out)
Up above the world so high
(Raise hands high in the sky and open
and close them again)
Like a diamond in the sky
(Form forefinger and thumb from each
hand in a diamond shape)
Twinkle twinkle little star
(Hold hands up about shoulder height.
Open and close hands)
How I wonder what you are
(Raise shoulders and hold hands out)
http://laptimesongs.com/twinkle-twinkle-little-star-actions/
Talk with children about the words that sound alike in
the book. Note if any of the words sound like any of their
names or if the beginnings of the words sound like the
beginning sounds of any of their names.
www.michigan.gov/readytoread 13Sing a classic children’s bedtime song with toddlers
when you sing “Are you sleeping?” with them:
Are you sleeping?
Reading
Are you sleeping?
Brother John? As you read with toddlers, ask them to pay attention
Brother John? to the tree in the book and notice how it changes as
Morning bells are ringing. you turn the pages. When you are done with the book,
Morning bells are ringing. ask them to share with you what they noticed about
Ding, ding, dong. the tree. You might go back through the book from
Ding, ding, dong. beginning to end, looking at the tree and talking about
how it changes from “light” to “dark” and back to “light”
Or try singing it in French: again as it gets darker at night and then becomes day.
Frere Jacques,
Ask toddlers (perhaps with some help from a caregiver)
Frere Jacques,
to share with you their favorite thing to do before
Dormez-vous?
bedtime. You can offer examples as you read the
Dormez-vous?
book such as patting the deer and asking if any of the
Sonnez les matines!
toddlers like to have their backs gently patted as they
Sonnez les matines!
fall asleep.
Din, dan, don.
Din, dan, don. Have a variety of “read alike” books available for
toddlers to explore but within the same general theme.
http://laptimesongs.com/frere-jacques/
Talk with toddlers about the different types of books
available but point out that all of the books are about
Teach toddlers a new song about the moon: bedtime/nighttime or stars. As you show them the
books, ask questions such “what do you notice about
We’re Flying to the Moon
this book that is like Touch the Brightest Star?” or
(sung to the tune of The Farmer in The Dell)
“Can you point to the object in this book that is also in
We’re flying to the moo another book we’ve read together?”
We’re flying to the moon
Blast off, away we go
We’re flying to the moon
http://www.preschooleducation.com/sspace.shtml
14 www.michigan.gov/readytoreadWriting Playing
Write a bedtime story with toddlers. Using large chart Build on the interactivity of the text through this variation
paper, ask toddlers to share one thing they do at night of a toddler favorite of pat-a-cake:
before bed (a caregiver may have to help). Like in
Pat-a star (pat hands), Pat-a-star (pat hands),
Touch the Brightest Star by Christie Matheson, list out
astronaut man
the bedtime activity such as “close my eyes”. As each
toddler shares, be sure to write each of their responses Make me a rocket as fast as you can
too on the chart paper, showing talking about the marks Build it (pat hands back and forth)
you are making as you write on the pages (you can and launch it (stretch hands up to sky)
stretch out the sounds of the words to help them hear and mark it with a [child’s initial]
each sound, too).
And put it on the launchpad
Have small cups or containers and a large shallow for [child’s name] and me.
box available. Include cut up scraps of paper or other
Using the templates on page 32, help toddlers create
non-edible items that children cannot fit in their mouths
star and moon finger puppets to help retell the story.
or will not choke on and are non-toxic (must conform
Toddlers can choose their favorite shape or character
to ASTM-4236 safety standards). To help build small
from the book and decorate it, closing the loops to fit
muscle control which children need for writing,
their fingers and then look for stars all around them.
encourage children to scoop the items from the large
Finger puppets in simple and easy shapes let them “carry
shallow box with the containers, pouring from one
the story with them” and also enable them to connect to
container into another. You can also ask them what will
the story as they see things in their everyday lives.
happen if they pour from a large container into a small
one, helping them to think about cause and effect. Help toddlers learn cause and effect. Like the illustrations
in the book Touch the Brightest Star by Christie Matheson,
Using the template on page 31, encourage toddlers
toddlers can learn a gentle pat or touch of watercolor
to trace over the shapes with their fingers, copy with
on paper or one color added to another can create
crayons (they can write directly over the shapes to
an incredible change. Offer paper to each toddler.
practice making lines and circles, or look at the shapes
Have blue, red, and yellow watercolor non-toxic paint
and attempt to imitate them on another sheet of paper.
(must conform to ASTM-4236 safety standards)
Be sure to explain to parents that drawing is also writing
available with paintbrushes and encourage children
and that encouraging drawing at home, whether it is
to paint with one color first and then add another,
tracing lines or drawing whatever a child wants can
asking them what happened when the second color
help develop writing skills.
was added. Then encourage them to add another
color and talk about what happened.
www.michigan.gov/readytoread 15Activities: Preschoolers
Talking Singing
Share an easy fingerplay with preschoolers that plays on
Take a blanket outside as the stars come out and ask the interactivity of the book while also helping them learn
preschoolers to look up at the sky, talking about what their left and right (directionality) with this children’s song:
you see (stargazing). Talk with them about how what you
are doing together is called “stargazing” or looking up Right Hand, Left Hand
at the sky at night to see the stars. You can also create This is my right hand, I’ll raise it up high
the night sky indoors by using butcher block paper and (raise right hand)
glow in the dark paint (paint stars on the paper) or glow
This is my left hand, I’ll touch the sky
in the dark stickers.
(raise left hand)
Right hand (wave)
Left hand (wave)
Roll them around
(roll hands in a circle around each other)
Right hand (wave)
Left hand (wave)
Pound, pound, pound
(pound in lap or together gently)
Encourage preschoolers to sing, or try to sing with
you, this favorite children’s song as part of a naptime or
bedtime ritual:
Christie Matheson asks readers to do a variety of different
actions in order to interact with the text. Talk with children You Are My Sunshine
about their favorite thing to do with the book. Listen to You are my sunshine, my only sunshine
their responses and add to them, encouraging children You make me happy when skies are gray
to share more as you ask open-ended questions. You’ll never know dear, how much I love you
Please don’t take my sunshine away…
Have a preschool parade, creating a constellation.
After reading the book, encourage children to line up Encourage preschoolers to sing, or try to sing with
and create a “dipper”, marching alone together moving you, this favorite children’s song as part of a naptime or
along like stars in the night sky. As they move, talk with bedtime ritual:
them about how the stars move across the sky, explain
what a shooting star is and encourage them to move out Star Light, Star Bright
of “formation” like shooting stars as you call their names,
Star light, star bright,
or use the “action cards” (see template) asking each one
First star I see tonight,
to take a turn deciding what action the group will do next.
I wish I may, I wish I might,
Have the wish I wish tonight.
16 www.michigan.gov/readytoreadReading Writing
As you read the page “What a starry night! Touch the Invite families to share their favorite bedtime strategy,
brightest star you see. Psst. It’s right there, near the writing it on a large sheet of construction paper or
tree,” ask children to talk about a time they saw a bright newsprint.
star. Talk about a shooting star and what it is. Visit
As you read the page “Make a wish and count to three,”
(https://www.nasa.gov/kidsclub/index.html) and
ask preschoolers what a wish is and talk about what it
show children video of shooting stars too.
means. After reading, ask preschoolers to share a wish
Read the book Touch the Brightest Star by Christie with you, writing their wish on a piece of paper they can
Matheson again, focusing on one page. Talk with tuck under their pillow at bedtime. Encourage caregivers
preschoolers about the page and help them to connect to talk about the wishes with the child as they settle
to the text they are reading by asking questions such for naptime or the night.
as “how is that like when you…” or “tell me about a
Using a finger to trace letters in the air or on the carpet
time when you…”
or floor in front of them, encourage preschoolers to write
Read a text more than once with preschoolers, their names (or the first letter of their names), talking
looking for themes or exploring an idea with them. about the differences between upper case (big) letters
For example, after reading Touch the Brightest Star and lower case (little) letters. You can go back to the
by Christie Matheson, you might focus on the stars in page in the book to “trace the picture of the dipper” as
the book and how the big dipper was joined by the you model how to trace a letter by looking at it on a page
little dipper. Have other books about the nighttime and showing children how you make it on your hand.
sky for children to look through and encourage them
to find stars in those books too (see Read Aloud
selection on page 8 for more great book ideas).
Playing
Share with preschoolers how they can make
shadow puppets. First you will need to set up a light
against a wall or screen. A flashlight can work,
and children can take turns holding the light for
one another against a light-colored wall. You can
have cardboard cut-outs of images for children to
hold up (see template page 34) to cast a shadow
on the wall or visit https://etc.usf.edu/clipart/
galleries/266-hand-shadow-puppetry to help
children learn how to create images of animals
against a wall too.
www.michigan.gov/readytoread 17Play this variation of “Simon says” with preschoolers
to encourage young children to have fun while
listening to directions. You can use the activity cards
(see template page 35) for follow the leader or make
up your own directions for “Simon says” based on the
children in your group in the tradition of “Simon says”
using text from the book such as “gently blow” or
“tap your knee”.
Build a telescope with preschoolers. Families will
Blink
need to know ahead of time to bring in an empty
paper towel roll for their children (be sure to have
extra on hand). A supply of child-safe, non-toxic paint
(must conform to safety standard ASTM-D4236) and your
brushes or crayons to decorate the outside of the
telescope, markers (for the “slides”), and acetate
sheets will need to be provided. Adults can pre-cut
eyes
the acetate sheets into circles for children to decorate
with stars, moons, or other nighttime scenes (note:
they should be cut into circles slightly larger than the
paper towel rolls). After children have decorated the
outside of the paper towel roll (wait for paint to dry!)
and the circular acetate sheet, the acetate sheet can
be taped to the end of the “telescope” for children
to view the nighttime scene. (See https://kids.
nationalgeographic.com/explore/nature/make-a-
telescope/ for a guide to building a telescope if you Wav
need additional help or ideas).
goo e
d-b
ye
u n t s
C o e star
th
18 www.michigan.gov/readytoreadStorytime Guides for Librarians
Touch the Brightest Star
Storytime Guide: Infant
During story sessions with infants (12 months and
younger), suggest caregivers hold infants in their laps
Greeting
and make eye contact and interact with babies as much Invite infants and caregivers to the storytime area as
as they can. The storytime sessions for infants should you sing a greeting song (it may be helpful to announce
be short, while still modeling the early literacy practices storytime is beginning prior to starting to sing):
caregivers can use at home with their babies. As you (sung to the tune of Twinkle Twinkle Little Star)
engage in storytime, be sure to call attention to what Welcome, welcome, everyone
you are doing as you do it, as well as why it is important. Now you’re here
We’ll have some fun.
First we’ll clap our hands just so.
Then we’ll bend and touch our toe.
Welcome, welcome, everyone.
Now you’re here,
We’ll have some fun.
Opening
Before reading Touch the Brightest Star by Christie
Matheson, share with caregivers that during the reading
of the book you’ll be focusing on the action words.
Because the book is interactive, they can gently help
babies move and stretch with the action words as
a form of play, but also talk with their babies to help
them learn new words from words they already know.
For example, you might remind caregivers that singing Encourage caregivers to make eye contact with their
with infants is not only a great part of bedtime routines, infants and to follow the cues and reactions of babies.
it can help develop literacy skills as it helps infants to For example, if an infant coos or giggles, suggest the
hear the sounds in words which is a skill they need as caregiver repeat the action to see if baby responds again.
they learn to read. As you introduce the book, you can
talk about how reading a book together each night can
be part of settling children for the night but can also Book reading
help develop a love of reading that can last a lifetime.
Read the book, pausing with each of the “action words”
As you read, try to make eye contact with each infant,
and allowing caregivers time to interact with infants. You
encouraging their caregivers to look into their babies’
might offer suggestions of how caregivers can engage
eyes as well.
in certain actions, such as “gently press the firefly” and
offering that they might gently press hands with their
infants. Or as you read the page “Now let’s blow a quiet
breeze” that they gently blow across their infant’s arm
and talk for a minute with babies about what a breeze
might feel like and use other words for breeze like
“wind”, “puff”, and “air”.
www.michigan.gov/readytoread 19Notice the reactions of infants, asking caregivers to
offer responses as well. As you read, pay attention
Activity
to the ways in which caregivers are sharing with their Just as the book encourages children to gently touch
infants and ask them to share as they feel comfortable the pages, talk with infants about gently touching
any experiences and repeating of words engage in the things. Have a variety of infant-safe objects available for
“action words” or help their infants learn vocabulary caregivers to explore with infants using the action words
words. in the book. Encourage caregivers to place an object in
front of their infant such as a stuffed owl or a wooden
star and encourage him to gently tap it. Model how they
After reading can sweep it across the rug or table from left to right,
After reading the book, go through the list of action talking about how you are doing so, and asking the
words with caregivers, repeating all of the actions or infant to do the same.
vocabulary words their infants just did as you read
together. The list includes: wave, press, blow, pat, tap,
count, swipe, blink, touch, trace, whisper, call, rub,
Closing
and nod (note: there may be others within the pages Wrap up the storytime session by thanking families and
caregivers opt to use). caregivers for taking time to share reading with infants.
Point out where the book Touch the Brightest Star by
Christie Matheson will be available for them to read
Fingerplay/Rhyme again, as well as other books they might like to borrow
Share with caregivers that just like in the book, spending from the library to read with infants. To close the session,
time with babies learning action words can help them sing the following, being sure to acknowledge each of
learn words through motion. One way they are already the participants:
doing this is through fingerplays or rhymes, such as the Open, shut them.
“Stars Fingerplay”: Open, shut them.
At night I see the twinkling stars Raise your hands up high.
(fist up and open hands over your head Open, shut them.
Open, shut them.
And a great big smiling moon Wave and say goodbye.
(circle arms overhead)
My Mommy tucks me into bed
(Lay pointer of one hand across the palm
of the other hand)
And sings a good-night tune.
(Rock your hands back and forth)
Tip for Libraries: Offer a basket
of materials that relate to the story,
in a variety of textures: soft stuffed
deer and/or owls, star shapes cut
from fabric, baby spoons, etc.
Allow babies to touch and hold
these items throughout storytime.
20 www.michigan.gov/readytoreadStorytime Guide: Toddler
During story sessions with toddlers (children 13 months
to 35 months), suggest caregivers hold toddlers in their
Greeting
laps and/or interact with their children as much as they Gather toddlers and caregivers to the storytime area as
can. The storytime sessions for toddlers should be you sing a greeting song (it may be helpful to announce
short, with several smaller sections while still modeling storytime is beginning prior to starting to sing):
the early literacy practices caregivers can use at home (Sung to the tune of “Goodnight Ladies”)
with their toddlers. As you engage in storytime, be sure Hello friends, Hello friends
to call attention to what you are doing as you do it, as Hello friends
well as why it is important. It’s time to say hello.
Opening
Before reading Touch the Brightest Star by Christie
Matheson, share with caregivers that during the
reading of the book you’ll be focusing on the words
that sound alike in the book. Encourage caregivers to
help children recognize when two words sound alike
by speaking the rhyming words aloud with you as
you read. Active toddlers might enjoy stomping with
their feet or clapping their feet if they hear a word that
rhymes with another word.
Book reading
Read the book, pausing to let children hear words that
For example, you might remind caregivers that singing
sound alike and asking them to repeat the two words
with toddlers is not only a great part of bedtime
that rhyme, repeating the two rhyming words for them.
routines, it can help develop literacy skills as it helps
Note if any of the words sound like their names.
toddlers to hear the sounds in words which is a skill they
You might also comment if the beginnings of the words
need as they learn to read. They can also point to the
sound like the beginnings sounds of their names too
print as they read so toddlers start to learn that it is the
to help them pay attention to the sounds in words.
text that is being read. As you introduce the book, you
Read all the way through the book and then if there is
can talk about how reading a book together each night
time and/or if the group of toddlers seems to have the
can be part of settling children for the night but can also
attention span, revisit the book repeating the rhyming
help develop a love of reading that can last a lifetime.
words (note: this might be a bit much for some groups).
As you read, try to make eye contact with each toddler,
encouraging their caregivers to do the same.
www.michigan.gov/readytoread 21After reading Activity
If you don’t already know the names of the toddlers Toddler tracing
in the group or have nametags, ask each caregiver to Using template page 31, encourage toddlers to trace
share their names as you go around and ask toddlers over the shapes with their fingers, copy with crayons
to stomp their feet or clap their hands as you offer a (they can write directly over the shapes to practice
word that rhymes with their name. Encourage caregivers making lines and circles, or look at the shapes and
to react with their toddlers as well. attempt to imitate them on another sheet of paper. Be
sure to explain to parents that drawing is also writing
Fingerplay/Rhyme and that encouraging drawing at home, whether it is
tracing lines or drawing whatever a child wants can help
Share with caregivers that just like in the book, spending develop writing skills. If you have an active group, you
time with toddlers learning action words can help them can create “writing stations” and encourage toddlers to
learn words through motion. One way they are already visit each station by having chart paper on the floor and
doing this is through fingerplays or rhymes, such as music playing, encouraging them to move from station
“Twinkle Twinkle Little Star”: to station as the music is playing, then write as the
music is paused.
Twinkle Twinkle Little Star
Twinkle twinkle little star Closing
(Hold hands up about shoulder height.
Open and close hands) Wrap up the storytime session by thanking families and
caregivers for taking time to share reading with toddlers.
How I wonder what you are
Point out where the book Touch the Brightest Star by
(Raise shoulders and hold hands out)
Christie Matheson will be available for them to read again
Up above the world so high will be available, as well as other books they might like to
(Raise hands high in the sky and open borrow from the library to read with infants. To close the
and close them again) session, sing the following being sure to acknowledge
each of the participants:
Like a diamond in the sky
(Form forefinger and thumb from each (Sung to the tune of “Goodnight Ladies”)
hand in a diamond shape) Goodbye friends, Goodbye friends
Goodbye friends
Twinkle twinkle little star It’s time to say goodbye
(Hold hands up about shoulder height.
Open and close hands)
How I wonder what you are
(Raise shoulders and hold hands out)
Tip for Libraries: Practice taking deep
breaths throughout storytime, passing out
a bean bag, scarf, or other prop for each
child to put onto their belly or chest to
create a visual connection to breath going
into the body. Let families know that it’s ok
to close their eyes for a moment when they
take a breath. When breathing out, instruct
children to open their eyes and “blow a
quiet breeze” like we do in the story.
22 www.michigan.gov/readytoreadStorytime Guide: Preschool
During story sessions with preschoolers (3 to 5 year
olds), encourage caregivers to interact with their children
Greeting
as they can, knowing preschoolers might prefer to sit Gather preschoolers and caregivers to the storytime
in laps, next to their caregivers, or may need to have area as you sing a greeting song (it may be helpful to
space to roam in the storytime area. The storytime announce storytime is beginning prior to starting to sing):
sessions for preschoolers should be short, while still (Tune: Twinkle Twinkle Little Star)
modeling the early literacy practices caregivers can use Hands go up and hands go down.
at home. As you engage in storytime, be sure to call I can turn round and round.
attention to what you are doing as you do it, as well as I can jump upon two shoes.
why it is important. I can clap and so can you!
I can wave, I’ll show you how.
Storytime is starting now.
Opening
Before reading Touch the Brightest Star by Christie
Matheson, share with caregivers that during the reading
of the book you will ask children to share their own
experiences to help them connect with the story and
develop comprehension skills.
Book reading
Read Touch the Brightest Star by Christie Matheson.
Share with children you are going to read the book
AGAIN, but this time, focus on only one page. Talk with
For example, you might remind caregivers that
preschoolers about the words and the illustration on
singing with preschoolers is not only a great part of
the page and help them to connect to the text you are
bedtime routines, it can help develop literacy skills
reading by asking questions such as “How is that like
as it helps preschoolers to hear the sounds in words,
when you…” or “Tell me about a time when you…”
which is a skill they need as they learn to read. Asking
questions as you read together will help them to
develop comprehension skills and new vocabulary
words too. As you introduce the book, you can talk
about how reading a book together each night can
be part of settling children for the night but can also
help develop a love of reading that can last a lifetime.
As you read, try to make eye contact with each
preschooler, encouraging their caregivers to make
eye contact with their children as well.
www.michigan.gov/readytoread 23After reading Activity
After reading the book, have children share with a Toddler tracing
partner (either a caregiver or another child) or take turns Play this variation of “Simon says” with preschoolers to
as part of the whole group sharing their favorite part of encourage young children to have fun and get up and
the book. For children that need help to remember (and move around a little bit while listening to directions. You
easier to do with smaller groups), you might have them can use the activity cards (see template page 35) for
come up to the book and find the page containing their follow the leader or make up your own directions for
favorite part. You might also review the book by going “Simon says” based on the children in your group in the
through each of the pages quickly and reviewing the tradition of “Simon says” using text from the book such
action words. To help connect to their own experiences, as “gently blow” or “tap your knee”.
you can also ask them to share their favorite thing to
do that was also in the book. You might provide an
example, such as, “My favorite thing to do that was also Closing
in Touch the Brightest Star by Christie Matheson is the
Wrap up the storytime session by thanking families
page with the starry night. I love to go outside and look
and caregivers for taking time to share reading with
up at the stars.”
preschoolers. Point out where the book Touch the
Brightest Star by Christie Matheson will be available for
Fingerplay/Rhyme them to read again, as well as other books they might
like to borrow from the library to read with preschoolers.
Share with caregivers that just like in the book, spending To close the session, sing the following, being sure to
time with preschoolers singing helps them to learn acknowledge each of the participants:
rhyming words but singing songs that relate back to the
book can help them with comprehension skills. Remind (Tune: Farmer in the Dell)
children about the page in the book with one star and the We wave goodbye like this.
text “Make a wish and count to three” and then talk with We wave goodbye like this.
them about a favorite song about wishing on a star. We clap our hands for all our friends.
We wave goodbye like this.
Encourage preschoolers to sing, or try to sing with
you, this favorite children’s song as part of a naptime or
bedtime ritual:
Star Light, Star Bright
Star light, star bright,
First star I see tonight,
I wish I may, I wish I might, Tip for Libraries: Create a picture
Have the wish I wish tonight of the big dipper with pom poms
for stars and pipe cleaner sections
connecting the stars. Allow each
child to take a turn tracing the
constellation with a finger. After
storytime, allow families to create
their own starry night picture using
a variety of craft supplies.
24 www.michigan.gov/readytoreadStorytime Guide: Multiple Ages
During story sessions with children of all ages,
encourage caregivers to hold babies in their laps and
Greeting
interact with their infants as much as possible. Toddlers Gather children and caregivers to the storytime area as
might like to sit in their caregivers’ laps, or they may you sing a greeting song (it may be helpful to announce
want to road around. Preschoolers may also decide storytime is beginning prior to starting to sing):
to do the same, so having a space large enough to The More We Get Together
accommodate those who wish to sit and those who
The more we get together
need space to move around is important.
Together, together
The more we get together
The happier we’ll be
‘Cause your friends are my friends
And my friends are your friends
The more we get together
The happier we’ll be
Oh, the more we get together
Together, together
The more we get together
The happier we’ll be.
Opening
Before reading Touch the Brightest Star by Christie
Matheson, share with caregivers that during the reading
As with any age group, sessions with children of multiple of the book you’ll be focusing on children’s experiences
ages should be short to accommodate the different and asking them to think about times or events in their
age groups, with care to model the literacy practices own lives that connect to the book to help develop
caregivers can continue at home. As you engage in comprehension skills or to make meaning from the
storytime, be sure to call attention to what you are doing book. Explain that for younger readers, you want
as you do it, as well as why it is important. For example, them to recognize a time in their own lives that might
you might remind caregivers that singing is not only be somewhat similar and relate it to what they have
a great part of bedtime routines, it can help develop experienced to help them to understand and make
literacy skills as it helps children to hear the sounds in meaning from the text or illustrations.
words which is a skill they need as they learn to read.
Asking questions as you read together will help them
to develop comprehension skills and new vocabulary
Book reading
words too. As you introduce the book, you can talk Read Touch the Brightest Star by Christie Matheson,
about how reading a book together each night can stopping to point out each of the action words.
be part of settling children for the night but can also Encourage caregivers to help children gently act out
help develop a love of reading that can last a lifetime. the action words with young children while they are
As you read, try to make eye contact with each child, seated or near them as you ask children questions to
encouraging their caregivers make eye contact with help them connect the things in the book to things in
their children as well. their own lives. An example of this could be as you
www.michigan.gov/readytoread 25read the page “What a starry night! Touch the brightest
star you see. Psst. It’s right there, near the tree.” to ask
Activity
children to talk about a time they saw a bright star. Talk Show children of all ages how they can make shadow
about a shooting star and what it is. puppets, including stars and a moon. Children can
decorate cardboard stock cut-outs (see template
You might also have the NASA website available for page 34,) and with help from adults, secure the cutouts
families to view (see https://www.nasa.gov/kidsclub/ onto wooden sticks with tape. Have a light-colored wall
index.html and explain to families there is a NASA site or screen available as a backdrop and a light ready
or a child-friendly NASA for kids site) and show children (note you will need to have enough overhead light
video of shooting stars too. available and create a safe floor space so children and
others do not fall). A flashlight can work, and children
After reading can take turns holding the light for one another against
a light-colored wall. Encourage children to cast their
After reading the book, have children share with a shadows on the wall and re-tell Touch the Brightest
partner (either a caregiver or another child) or take turns Star by Christie Matheson to one another.
as part of the whole group a time when they first saw
a star like in the book. For children that need help to
remember (and easier to do with smaller groups), you
Closing
might have them come up to the book and use the page Wrap up the storytime session by thanking families and
with the first star as a reminder or because the book caregivers for taking time to share reading with their
might be the first time they saw a star! children. Point out where the book Touch the Brightest
Star by Christie Matheson will be available for them to
Fingerplay/Rhyme read again will be available, as well as other books they
might like to borrow from the library to read with children,
Share with caregivers that just like in the book, spending noting the different books they might choose based
time with children of all ages singing a song that plays on the ages or interests of their children. To close the
on the interactivity of the book is a great way to help session, sing the following being sure to acknowledge
them enjoy reading, but also pay attention to the sounds each of the participants:
in words. Songs like “Right Hand, Left Hand” help (Tune: Oh My Darling Clementine)
children to learn the directionality (left and right), but Thanks for sitting, thanks for listening,
also encourage gentle movement for infants through Thanks for coming here today!
preschoolers. Now that storytime is over
Hope you have a lovely day!
Right Hand, Left Hand
This is my right hand, I’ll raise it up high
(raise right hand)
This is my left hand, I’ll touch the sky Tip for Libraries: Create a visual schedule
(raise left hand) of your storytime, posting it in an area that
faces families. At the beginning of storytime,
Right hand (wave)
talk about each activity you will do together,
Left hand (wave)
in the order in which they will occur, pointing
Roll them around out each activity on the visual schedule. Once
(roll hands in a circle around each other) an activity is complete, remove that activity
Right hand (wave) from where you have it posted. For more
Left hand (wave) information on how to create visual schedules
for storytimes, and the benefits for a variety of
Pound, pound, pound learning styles and needs, visit The ALSC blog.
(pound in lap or together gently)
26 www.michigan.gov/readytoreadYou can also read
